The effect of 4MAT instruction model on teaching geometrical objects topic of the 8th grade

The purpose of this study is to present the impact of 4MAT instruction model, which is a learner-centred model for designing teaching according to students? needs based on individual differences and learning styles, upon student achievement and permanent learning in teaching geometrical objects to the 8th grade students, to determine the relationship between students? achievement and learning styles and to display the views of the teacher and students about the learning environment designed considering the model. The quasi-experimental study was conducted with 41 students in the experimental group and 45 students in the control group. Whereas the experimental group was taught in accordance with 4MAT instruction model with the help of three dimensional geometrical objects and dynamic geometry software, the control group was taught in a traditional way in the classroom environment. Before the implementation, Prior Knowledge Test for Geometrical Objects, designed by the researcher, was applied to both groups as a pre-test. Kolb Learning Style Inventory was used in order to determine students? learning styles. Finishing the preparations, students in experimental and control groups were taught during 8 weeks (32 class hours). Students studied prism, pyramid, cone and sphere (features, surface area and volume) respectively. After the implementation, Achievement Test for Geometrical Objects was applied to the experimental and control groups as a post test in order to determine the impact of 4MAT instruction model upon learning. Four weeks after applying the post test, retention test consisting of questions equivalent to post test was implemented. Furthermore, semi-structured interviews were carried out so as to display practice teacher?s views about 4MAT instruction model, reflections of the model in practice and process teacher experience and explore the views of students in the experimental group about classes. The results of the study indicated that the classes which were conducted according to the 4MAT instruction model had a considerable effect on students? achievement and permanent learning. Another significant result showed that students? dominant learning style had an impact upon their achievement. Descriptive analysis of the interviews with the teacher and students in the experimental group also demonstrated that the practice teacher and students had positive attitudes towards the classes designed and conducted according to 4MAT instruction model and expressed opinions about designing other classes based on this model. The study was completed with the recommendations to teachers and researchers in the light of the results. Key Words: 4MAT Instruction Model, Learning Styles, Geometrical Objects